Part+5+-+Developing+and+Communicating+An+Evidence-Based+Perspective

Topic
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 * Developing and Communicating An Evidence-Based Perspective **

Common Core Standards

 * W4:** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * W5:** Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 * W7:** Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
 * W8:** Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
 * W9:** Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * R1:** Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 * R2:** Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. **R4:** Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
 * R6:** Assess how point of view or purpose shapes the content and style of a text.
 * R7:** Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
 * R9:** Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
 * R10:** Read and comprehend complex literary and informational texts independently and proficiently.

Suggested Student Objectives
Students draw from their research and personal analysis to develop and communicate an evidence-based perspective. By the end of Part 5, students will have an organized body of research and have written an evidence-based perspective on their area of investigation to serve as a basis for a variety of purposes.

Resource Links
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Activities
The EVIDENCE-BASED PERSPECTIVE is a written expression of the personal conclusions and perspectives drawn by the students from their research. It results from the analysis of the outcomes of the research, organized and supported by the claims they have developed for each of their Inquiry Paths. Drawing from their Organizing EBCs, students write a synthesizing account of their findings, expressing their perspective and supporting it with evidence and reasoning. The evidence-based perspective students have developed on their area of investigation can serve as a basis for a variety of purposes, including a) a persuasive/ argumentative/ informative/ narrative paper or presentation, b) a plan for a product or process development, c) foundation for personal/community decision-making.
 * Activity #1: Reviewing the Research Portfolio ** - Students review their Research Portfolios based on their revised Research Frames in preparation for final analysis. After extending and refining their research, students organize their Research Portfolios in preparation for crafting their evidence-based perspective. Section 2 should be complete, containing all the sources, annotated copies, notes and EBCs made by the students during Parts 2-4. The portfolios should also contain Organizing EBC tools for each Inquiry Path that synthesize information across its inquiry questions. The claims addressing at least one of the Inquiry Paths should be written out. The claims addressing these Inquiry Paths become the first part of Section 3 of their portfolios and form the basis of their evidence-based perspective on their area of investigation.
 * Activity #2: Expressing An Evidence-Based Perspective - ** Based on their claims for each Inquiry Path, students write a final EBC explaining their perspective on the area of investigation.
 * Activity #3: Writing a Bibliography - ** Students use their Potential Sources tool to write bibliographies listing all their sources. As part of their evidence-based perspective and to complete their Research Portfolios, students write a one (or two) page bibliography of all their sources. Students can work from their Potential Sources tools, transferring over the relevant information. Teachers should use the bibliographic format they prefer and provide direct instruction for students on formatting their information accordingly.
 * Activity #4: Preparing to Meet Research Purposes ** - Students consider their purposes for research and prepare to use their research and evidence-based perspective to meet them.

Assessments
The research process students have conducted and the Research Portfolio they have compiled throughout this unit prepares them for many purposes. Students now prepare to meet them. The Research Portfolio provides them with a full body of organized research and analysis for many things including:
 * Writing an article, essay, or academic paper on a topic or text
 * Developing a position on a controversial issue
 * Developing business plans
 * Informing personal and community decision-making
 * Designing and building objects
 * Developing processes and plans
 * Giving presentations